This research describes the application of an educational project called “Classroom Project: Smoking Prevention,” considered at the high school level of the National Polytechnic Institute in Mexico. The classroom project is a methodological proposal that allows incorporating the skills acquired by students in different learning units to solve a problem through the project method in the different semesters of study. During the project, students participate in the construction of their own learning with the contribution and evolution of ideas. The objective of the classroom project is to apply a didactic methodology, seeking to consolidate the comprehensive training of students through meaningful and collaborative learning, integrating theoretical and practical knowledge through interdisciplinarity that addresses real problems. The classroom project is conceived as a progressive and far-reaching initiative throughout the six semesters that students attend the institution, building each semester on previous learning. In relation to social sustainability that focuses on the creation of equitable societies that guarantee well-being, inclusion and quality of life for all people and in the context of the United Nations (UN) initiative adopted by all Member States in 2015 as part of the 2030 Agenda for Sustainable Development that integrates 17 objectives and 169 goals that address education, health, climate change, among others, this inquiry arises and is based on the Sustainable Development Goal SDG 3 which in its objective mentions ensuring healthy lives and promoting well-being for all at all ages, acts as a fundamental pillar for social sustainability; on the other hand, the design “Strategy in the classroom: Prevention of addictions,” implemented by the Secretariat of Public Education in Mexico, in its objective mentions promoting the development of self-care and decision-making skills in students to preserve their physical and mental health. The qualitative approach methodology of this research focuses on Project-Based Learning, and the main result is that students get involved and have a critical reflection on the environment in which they operate, being more aware of the problem of addictions, considering that for their well-being actions such as workshops or clubs are required to express concerns and address their stress problems.